Floreat Vision- AWE (Aspirations, Well-being and Emotional education), based on scientific research and extensive literature; promotes the growth and excellence of our schola Cryptiensis young people at The Crypt School. Instead of focusing solely on managing existing problems, we aim to concentrate on how our students might capitalise on their human resources and make the best of their potential to help them channel their emotions and enhance their aspirations. Students explore and revisit a number of key topics, aiming to develop their well-being and aspirations. Some of these topics include stress management, emotional
AWE POS
2021- 2022
control and self-soothing, mindfulness and breathing strategies, philosophy and the biology of exercising and sleeping. We encourage all to work productively and creatively, to build strong and positive relationships with others, and to contribute to their community. Our goal is to enable our students to flourish by gaining better control over their lives and developing critical thinking skills and resilience whilst helping them value themselves as individuals in a pluralistic society.
Year 7 1 lesson per fortnight
Term 1
Welcome to AWE Introduction to the course Students encouraged to express themselves throughout the course of the year. Emotional management Breathing techniques and meditation Emotional management Self Soothing strategies
Term 2
Term 3
Relationships, Friendships and Resilience Coping Strategies Optimism vs. Pessimism Personality types ML. King, D. Lama, N. Relationships, Friendships and Mandela, M Teresa – what are their Coping Strategies similarities? Relationships, Friendships and Case study into the film Coping Strategies wonder’s – Auggie. How did he show resilience during his time at school and how adversity was tackled?
Term 4
Term 5
Energy expenditure formula (food)
Energy expenditure formula (exercise)
Concentration in school and diet
Concentration in school and exercise
Concentration in school and sleep. Managing sleep and averages
Having a positive relationship with exercise to aid our mental health
Diet and Sleep
Exercise and Mental Health
1 lesson per fortnight
and helps to increase social and emotional wellbeing.
Mind and Body
Happiness pt.1
Happiness pt.1
Flow
Anxiety Relief
Helping the Planet
Reintroduce AWE concept & admin Recap/revise last year’s lessons. General factors that affect well-being & mental health
Introduction to Seligman’s “Positive Psychology” What is “happiness”?
The Pleasant Life – pt 2: gratitude
Csikszentmihalyi’s concept of “flow” and creativity (positive psychology) Action for Happiness
Guided meditations (x 3) to alleviate exam anxiety
Eco warriors at Crypt. Students are given the task to plan a planet saving initiative with a focus on making the Crypt School a sustainable school.
Mind/body connection: the physical effects of good & poor dietary choices on the BODY & BRAIN Mind/body connection: BARRIERS
The Pleasant Life – pt 1: positive emotions & relationships
The psychology of happiness continued: Usefulness trust Care-Competence model of trust Happiness & motivation: Hertzberg’s theory
Guided meditation Is the secret of happiness about focusing outwards rather than inwards?
Year end points
Students to be familiar with the purpose of AWE. To make Encouraging kind behaviour them more comfortable when in schools can make a big talking about their feelings. To difference and is so much more appreciate the physical and than just a 'nice to have'. ... mental effects of a healthy Evidence shows that lifestyle, eating habit, sleep promoting kindness among pattern, meditation young people directly reduces bullying and disruptive behaviour and self- soothing. The Kindness Project
Students given the task to plan a kindness initiative that will promote kindness in school. £50 budget for the winning team to spend on resources.
Emotional management Empathy
Year 8
Term 6
Presentations to senior leaders with their chosen initiatives if selected
Students to possess an understanding of how kindness among young people directly reduces bullying and disruptive behaviour and helps to increase social and emotional wellbeing. Students to deepen their understanding of the physical and mental effects of a healthy lifestyle, eating habit, sleep pattern. The understanding of what happiness is and its effects on one’s moods and relationships. Students can action and review the impact of meditation and its ability to effectively alleviate their anxiety. Students will have considered a life beyond their own to reflect
(toxins/substances/poor choices) to good health
Helping others in the community/society
on social values and the wider community.
Mind/body connection: benefits of physical exercise on the BODY & BRAIN Mind/body connection: sleep ….zzzz Mind/body connection: how does what you see/view/watch affect your body/eyes & brain/mental health Mind/body connection: effect of music etc. on mental health & a guided meditation
This programme consists of a set of lessons based on first-hand experiences so that students can judge the impact of the teaching on themselves. Teaching Well-Being involves students in three stages: Awareness (notice), Intervention (action), Evaluation (review). This lesson should be an experimental haven and should introduce a period of stillness into the school day. There will be no reference to an exercise book but a journal. Journals are an essential part of the process as students should be encouraged to reflect meaningfully on the effectiveness of intervention. Wellbeing ties with our understanding of our self and our purpose in life which informs our behaviour. This programme strengthens the students’ human and social capital by encouraging them to engage with social values and the
community. Attachment theory, emotional functions and management, the role of the brain in creating emotion and in learning, the role of the ego causing problems in relationships, the importance of removing or managing stress to enable learning, importance of altruism and kindness and the importance of reciprocity in relationships are vital in the development lasting fulfilment and achievement in young people which comes from remaining untouched by outer circumstances – resilience. Assessment of progress will be implemented through online audits at the beginning and end of each term – no formal testing. Each lesson should end in quiet, independent reflection and annotation in student journals. Research: Learning to Ride Elephants by Ian Morris, www.thriving.org, Selinman’s Learned Optimism and Carol Dweck’s Mind Sets.